Call for Proposals: Special Issue–Teaching the City
Teaching and Learning Anthropology Journal
In what is considered by many an urban century, the position of many universities within cities—or outside of them—has implications for how we teach and learn. Although cities and urban life were not traditionally the domain of anthropologists, we have long engaged with questions of urban spaces and socialities. At the intersection of these two observations, this special issue explores how our experiences in, of, around, and between urban spaces influence how we teach the city.
But what is a city anyway? While population size and density are often the legal definition of an urban center, ethnography has always pushed us to think beyond demographics to consider what the city means to people, and how the city is experienced, sensed, and produced through collective experiences. As AbdouMaliq Simone (2004) explains, cities are sites of negotiation, always in flux and in a state of becoming. Anthropologists have explored myriad conceptual frames for and sites of such becoming, including housing and gentrification, infrastructure and governance, precarity and informality, public space, the distribution and conservation of environmental resources, and globalization and migration. Within these domains, we have shown an enduring interest in questions of belonging in the city–particularly along the axes of race, gender, class, citizenship, and ability, among other social markers. As with our research, our approaches to teaching the city are also always in flux, prompting ongoing efforts to foreground human experience and develop new pedagogical practices.
This collection for Teaching and Learning Anthropology asks how teaching prompts us to think in new ways about the urban, and how the urban prompts us to teach differently. It queries how teaching leads us to theorize the urban, its sites, conditions, and processes, while also exploring what novel approaches can be employed to convey new knowledge about and theorizations of the city. The volume will be organized into two sections: the first will explore the conceptual frames through which we teach about and experience the city and the second will focus on the methods we use to teach about, in, or of the city.
Questions/Themes to Consider:
We welcome submissions that explore any of the following questions as well as those that address related topics or issues:
Abstract Guidelines: Please submit a 200-word abstract and title to firstname.lastname@example.org by January 20th, 2023. Be sure to include your title/affiliation and list all authors/contributors. Please also specify your submission type: research article, commentary, or student showcase. Because we anticipate a wide range of submissions, we ask that contributors include a brief statement addressing how they obtained (or will obtain) consent to use student work in their publication.
Submission proposals to guest editors (200-word abstract + above info) = January 20th, 2023
Decision from guest editors = February 15th, 2023
Submissions to guest editors for internal review = May 20th, 2023
Comments from guest editors = Summer 2023
Submissions to TLA for review = September 1st, 2023
Expected date of publication = summer 2024
Claire Panetta, Term Assistant Professor, Urban Studies Program, Barnard College; email@example.com
Lucero Radonic, Associate Professor, Department of Anthropology & Environmental Science and Policy Program, Michigan State University; firstname.lastname@example.org
Suzanne Scheld, Professor, Department of Anthropology, California State University–Northridge; Suzanne.email@example.com
Angela Storey, Associate Professor, Department of Anthropology, University of Louisville; firstname.lastname@example.org